Parameterization and Gamification in Descriptive Geometry Learning: One Study, Two Scenarios

Parameterization and Gamification in Descriptive Geometry Learning: One Study, Two Scenarios

Asevedo, Laíze; Monteiro, Verner; Medeiros, Deisyanne; Rodrigues, Fernanda; Moura, Marcone; Rocha, Thuany

Full Article:

Despite the complexity of parametric modeling, it is possible to apply it in educational context with a simpler approach. The COVID-19 pandemic increased the use of active methodologies in education. Gamification, particularly, should be emphasized regarding its association with parametric modeling. Post-pandemic scenario made possible the reinsertion of traditional practices, thus adding successful learning methods from online teaching. This paper aims to compare the adoption of parameterization and gamification to teach Descriptive Geometry on both teaching scenarios: online and presential. Two experiments were implemented to four Technical Drawing classes - A and B (2021), C and D (2022) -, in high school and technician level. The quantitative results addressed to the efficiency of parametric modeling as a didactic tool, and the qualitative results indicated that the students accepted the experiences of parameterization and gamification, on both scenarios. Nevertheless, there were subtle differences between the results from online and presential scenarios.

Despite the complexity of parametric modeling, it is possible to apply it in educational context with a simpler approach. The COVID-19 pandemic increased the use of active methodologies in education. Gamification, particularly, should be emphasized regarding its association with parametric modeling. Post-pandemic scenario made possible the reinsertion of traditional practices, thus adding successful learning methods from online teaching. This paper aims to compare the adoption of parameterization and gamification to teach Descriptive Geometry on both teaching scenarios: online and presential. Two experiments were implemented to four Technical Drawing classes - A and B (2021), C and D (2022) -, in high school and technician level. The quantitative results addressed to the efficiency of parametric modeling as a didactic tool, and the qualitative results indicated that the students accepted the experiences of parameterization and gamification, on both scenarios. Nevertheless, there were subtle differences between the results from online and presential scenarios.

Palavras-chave: - -

DOI: 10.5151/sigradi2023-270

Referências bibliográficas

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Como citar:

Asevedo, Laíze; Monteiro, Verner; Medeiros, Deisyanne; Rodrigues, Fernanda; Moura, Marcone; Rocha, Thuany; "Parameterization and Gamification in Descriptive Geometry Learning: One Study, Two Scenarios", p-1037-1048. In: . São Paulo: Blucher, 2024.
ISSN 23186968, DOI 10.5151/sigradi2023-270